#beyondthetextbook – Considering Inputs

I’ve been meaning to write more about the idea, expressed by many at DML, myself included, that we need to be paying lots more attention to our inputs in education, rather than our outputs. I wrote a note to myself near the end of the conference so I wouldn’t forget: #

So we need APIs that’ll help us pull our data out of the tools we use and put it into the tools that we use so that we can build dashboards of useful data

input information, not output information – but maybe some of both – descriptive tools – not prescriptive ones this is important and I need to write about it

inputs rather than outputs; experiences rather than tests

describing the learning by the institution – not so much on the student1

We need to be looking much more at the connections, relationships, and spirit of inquiry that goes into the system, and focusing less on optimizing measures and pathways that sort kids, schools, and teachers based on output metrics.#

The continuing comments on , as well as some of the thinking I saved to do for later, are helping me to make more sense of the notion of focusing on inputs, at least how that might relate to the #beyondthetestbook conversation. #

I think the emphasis on educational outputs, i.e. test scores and not much else, is pretty wrongheaded. And it leads to the degradation of the educational environments that we should be building up. But we knock them down instead, in the name of what we get out of them. #

One of the more interesting elements of John Seely Brown’s keynote at DML was his discussion of how gamers build dashboards, or collections of vital, real time information, to help them complete complex elements of the game. He referenced World of Warcraft, in particular, but I suspect this is true of many games and the gamers that play them. Certainly, this is true for me as a learner and as a grownup – I collect the necessary data that I need when I’m learning about something or making a decision about it. Brown suggested that such dashboards for learning might be things that students need to make2. #

And I began to wonder what the dashboards for learning might need to look like. Certainly, the value isn’t in the dashboard so much as it is in the making of the thing – identifying what one needs to know in order to do the thing he or she wants to accomplish. And so the creation of a good dashboard for learning is certainly dependent on the availability of the necessary raw materials that someone would need to cobble together to build such a dashboard for learning. #

So I went looking for those raw materials. And it’s pretty clear to me that students, in general, don’t have those sorts of materials readily available. Even if schools wanted to encourage students to make these sorts of dashboards for learning, they couldn’t do so3. #

I found two places in my daily life that have useful dashboard for learning stats available. Here they are: #

The first is from this blog’s WordPress Dashboard – a pretty simple collection of information. The second is from my Amazon account – which is a bit deceptive. I’m not reading 39 Clues – my daughter Ani is, but I think it’s interesting that I’ve got a limited look at what Amazon sees when they look at me. #

I know it’s limited because Amazon certainly knows an awful lot more about me than they let me look back at. They know what I highlight. What page I’m on in every book I’ve used. How long I spend on each page. How often I flip back and forth. What I do on their website after I’ve read a particular book or books. And much, much more. I can get to a few of those items. Not most. #

If only they’d share some of that information back with me. Imagine if schools had that sort of information about students’ reading habits? Suppose the books themselves could tell the teacher if they were being read4? #

And if students could examine their own reading habits and limitations, and fiddle around with the data their devices and systems were collecting on them, then perhaps those dashboards for learning wouldn’t be so hard to create after all. #

Dan Meyer said something the other day about dashboards via Twitter5. I responded that, certainly, portfolios could be dashboards for learning. He replied that portfolios aren’t so “heads up,” or words to that effect. And he was right. Portfolios are too output heavy, and not useful for quick glances along the learning way. #

But building portfolios, now that’s a fine way of figuring out if you’ve learned anything. #

So the question for textbooks, then, is this – how can a text provide data about its use to those who use it? How can students own and manage and fiddle with that data to track/monitor/explore their learning? And how can we create spaces within our books for students to make sense of their learning? How can our students’ inputs be privileged in the texts that we make, use and create at school? #

Dan sketches out, here, how a math text might look when spaces for inputs are considered thoughtfully. I wonder about how teachers and students can meaningfully share annotations via their texts. I wonder what tools could provide this sort of input information easily – Instapaper, I’m thinking, or Evernote, have fabulous collections of data about their users. I use those tools daily to help me learn things. How could they make my data available to me in more useful ways? What sorts of infrastructures would need to exist for that data to be useful in a dashboard for learning? #

And, of course, I wonder about the other inputs that are worth wondering about. What am I not considering in terms of inputs? How are you considering inputs in your work? #

This was in reference to comments by Gever Tulley that much of assessment in his school is done by the staff and about the experiences they’ve created – did they accomplish what they wanted them to, etc. – and there’s less emphasis on what each individual student learned. The students themselves are focused on what they’ve learned. There’s some control left for them in their learning. [↩]

And the making resonated with me – it’s less about the actual dashboard, and more about owning a process through laying hands on the data and the pieces and building something out of them. [↩]

Maybe I was wrong about this – are there data sources that I’m not thinking about? [↩]

Certainly, students would figure out ways to game these systems, but tracking inputs could be a fine way to see what a student was doing – and where they were stuck, or confused, or frustrated, or what have you. There’s potential there. There’s also danger there – tracking data and privacy concerns are important and worthy of consideration. [↩]

Is it not in the making that the more valued inputs are named? The bricoleur, by nature, makes do with what is at hand. That’s the art of it. It isn’t about making a system first (for example of inputs) and then fitting one;’s reality into that system. So perhaps, our task is to help children situate themselves as the makers of dashboards and to assist as needed.

Living with a child who is a gamer has taught me that he and his gaming friends are not waiters. They dive in. Posing the question of dashboard building to them would undoubtedly give rise to a myriad of inputs we simply had not considered.

Let;s teach them how to make do with the raw materials they name and perhaps at times we name too. Let’s observe them at play, and begin to name the learning in ways that perhaps are unique to who we are/are not.